Lesson Plan : Valuing Individualism in Art
Teacher Name: | Sarah Harper |
Grade: | Grade 4 |
Subject: | Other |
Topic: | Valuing Individualism in Art, Day 3 |
Content: | � Big Questions � What is art? What gives art value? How does art demonstrate someone�s individuality? � Key Concepts � Things that are valued are respected and held in high esteem. Others might not value something because values change from person to person depending on their experiences. Individuality can shine and be valued through art. � Vocabulary � Value, Individual, Importance, Society |
Goals: | TEKS 3(b)(2) Creative expression/performance. |
Objectives: | � The students will be able to determine what they view as valuable characteristics in art and other aspects of life. They will also be able to locate and create a work of art that illustrates a part of the community they value. |
Materials: | � Ish, by Peter H. Reynolds � Student journals � Board to record discussions points on � Glue � Scissors � Paper � Local Newspapers and Magazines � Pastels � Acrylic Paint |
Introduction: | o How do you determine if something is valuable? What qualities do valuable items have? What is valuable to you? o The teacher will place these three questions on the board for the class to discuss with the �Think, Pair, Share� method. From these group discussions the teacher will ask each group to give one statement for each question that sums up the groups conclusions. |
Development: | o The teacher will then read Ish to the class. o The teacher will then lead the class in a discussion on how society often thinks art must fulfill certain standards to have value. In the book Ramon�s brother did not give value to Ramon�s art because it did not look realistic enough. Does the class think this is still true? What characteristics make a piece of art valuable to them? |
Practice: | o In their journals, students will then be asked to record examples of something they think has value that others may devalue. How has this made them feel. They will also brainstorm ways in which they can encourage and value others around them. |
Accommodations: | o In the beginning of the lesson students are working in groups. These groups will be a mix of different ability levels so that students with greater understanding will help scaffold information for other students. o During discussions the teacher will record main points down on the board as they are said so that students can look back on the thoughts presented and have visual cues. o If a student has having problems thinking of ways to express what they value in their journal or from a part of the community the teacher will have them first discuss some ideas with another student, and then if they still need further help the teacher will scaffold the students understanding as well. |
Checking For Understanding: | o The teacher will monitor for student understanding of the topics first through the class answers after the �Think, Pair, Share� discussion. If students have veered of track or are not understanding the concept the teacher will intervene to redirect understanding. o The educator will also check the student journals and short paragraph written about each collage to monitor student understanding of the content knowledge. |
Closure: | o After students have completed their �What I Value in Our Community� collages, they will be hung around the classroom. o Students who wish to may volunteer to present their collage to the class, explaining what their image depicts from the community and why they value it. |
Evaluation: | To monitor the students comprehension the teacher will first look at the discussion the students have over the concept of value. She will have cards with each students name on them to pull to make sure that each child has a chance to speak. The teacher will also read the students� journals to check for comprehension. Finally, as the students create their collage and write about what they chose they will have a rubric to follow. The teacher will then use this rubric to assess the students understanding of the practice. |
Teacher Reflections: | During this lesson, students of all learning preferences will have an activity to use their strengths. Students who are verbally inclined will be able to express their knowledge through the discussions and presenting their ideas to the class. Students who are more visual and tactile will be able to use the journal and art piece to show their understanding. Throughout the lesson the teacher will also make sure to include comprehensible input by writing key points from the discussion on the board so they may be seen as well as heard. All directions will also be provided in print as well as physically shown to aid comprehension. |
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